Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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12 Implications

12 Implications

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The findings of the research carry several implications for fostering CDA and ICC among students in Hungary and other contexts. These implications are relevant to multiple stakeholders, including English language teachers, teacher trainers, curriculum designers, syllabus developers, teaching material creators, and school administrators.

12.1 Implications for the Development of CDA and ICC in the Context of English Language Education

12.2 Implications for Critical Culture Teaching and the Development of CDA and ICC in the Context of English Language Education

12.3 Implications for Developing Language Teachers’ Attitudes and Practices in Relation to Teaching CDA and ICC

12.4 Implications for Designing English Teaching Materials for Teaching Culture and Developing Intercultural Competence and Critical Cultural Awareness

12.5 Implications for Designing and Selecting Curricula Focused on Culture Teaching and the Development of Intercultural Competence and Critical Cultural Awareness

12.6 Implications for Teacher Training Programmes in English as a Second or Foreign Language

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